Doing the math

Facing a shortage of math and science teachers, many states are calling for reform in state requirements for qualified teachers.

	FEATURES

Rickie Miller, Ph.D.
Boise State University

With the tremendous amount of attention given to the number of qualified teachers in the fields of mathematics and science, many states are calling for reform in state requirements for qualified teachers. Even with these changes, finding highly qualified teachers in the fields of math, physics, and chemistry is difficult.

	Retaining qualified math and science teachers is a challenge for Idaho schools. Courtesy maryamwebster.blogs.

          This is due in part to the fact that those who major in these fields find more lucrative employment in the private sector. But why is so much attention being placed on the fields of mathematics and science? Many believe that for America to be competitive in the global economy it is imperative that we prepare a more highly trained scientific work force, and that this can only be done by having a highly qualified teaching force.The dearth of math and science teachers is not a new phenomenon. Henry Levin points out that as early as 1950, schools were worried about the low number of mathematics and science teachers. Kershaw and McKean, in Teacher Shortages and Salary Schedules, state that as early as 1946, more than half of the math and science classes in Colorado schools were taught by people who did not have a college major or minor in the subject area they were teaching. They found similar numbers in different states during the 1940s and 1950s. Even with the emphasis on math and science during the 1960s teachers instructing outside their field continued, especially in math and science.

          Recently, researchers found that approximately one-third of math teachers do not have a major or a minor in mathematics, and one-fifth of science teachers do not have a major or minor in an area of science. Most secondary science teachers have a major in biology and are teaching in other areas of science.

Explaining the exodus

          The out-of-field teaching is often blamed on teacher shortages. While this may be true for mathematics and science, it does not explain the out-of-field teaching in English, Social Studies and other areas that generally have plenty of candidates with majors in those fields. Researchers suggest that much of the shortage and out-of-field teaching is the result of teachers exiting the teaching profession prematurely. The 2003 Teacher Followup Study (TFS) indicates that the teaching occupation loses a large percentage of new teachers early in their careers. The data suggests that this turnover is higher in both math and science due to these teachers leaving their teaching jobs because of dissatisfaction. More than 40 percent of math and science teachers leave the field due to job dissatisfaction as compared to 29 percent of teachers

in general.

	High pay in the private sector drains away young upwardly mobile math and science teachers. Courtesy U.C. Davis.

          The question then becomes not only how we get qualified teachers in the fields of mathematics and science, but also how we retain these teachers. One suggestion is that districts have differential pay. Those teaching in areas that are difficult to fill would receive more compensation than others. Students majoring in mathematics and science have the ability to receive both higher financial compensation and commensurate prestige in the private sector. Researchers contend that many of those entering the math and science fields would be willing to sacrifice $1,000-$2,000 in annual salary compared to jobs outside of teaching. Few, however, would be willing to sacrifice $7,000-$11,000 a year. By creating a differentiated pay scale, districts might be able to attract more math and science majors.

          However, salary is not the full picture. Studies have also shown that student discipline problems, lack of support from administrators and a feeling of disempowerment aggravate the problem. Teachers in the United States feel that they are treated like semi-skilled workers. They often feel as if not only the government and the public see them this way but also the administration within a district. This is further supported by the assignment of teachers to areas in which they do not have expertise. The message is that anyone can teach as long as they have a book to do so.

          With the lack of qualified teachers in mathematics and science and the premature exit of teachers from the teaching field, national and state governments are looking at ways to improve the situation. The federal government is once again granting loan forgiveness for those entering teaching in mathematics and science. However, this has been tried before with little success. Many students entering into mathematics and science find that the difference between what they can make in the private sector and teaching is enough to pay off the loans within a year or two. It will take more than just loan forgiveness to make entering the teaching field more appealing.

A solution

          Boise State University’s College of Education received a National Science Foundation Robert Noyce Grant, which awards scholarships to students who will earn a degree in mathematics or science and are willing to teach. This grant will address the fact that according to the Idaho Department of Education, in 2006 in Idaho, mathematics teacher was the second most difficult position to fill and natural science was among the top five misassignments in the state. The Boise State grant not only offers financial help through scholarships it also offers a mentoring/induction program to graduates once they are teaching.

	Courtesy MIT.

          Scholarships are given to students during the last two years of an undergraduate program in either math or science. While finishing their courses, the students will meet with faculty in seminars focused on teaching in the public schools. Fellowships are awarded to those students who are changing careers and wish to enter the teaching field in mathematics or science by pursuing a graduate certificate in secondary education offered through Boise State University. Following graduation, both those getting an undergraduate degree and those receiving a graduate certificate must teach two years for each year of scholarship help they received. They must also teach in a high-need district where at least one school has 51 percent free and reduced-price lunches or in a district in which 25 percent of the teachers are teaching out-of-field.

          Once employed as teachers, the participants receive mentoring from a teacher in the school and from university faculty. Participants are supported through both in-class mentoring and an online induction program. Those who participated in the first year will be encouraged to continue online with each new group.

For more information on the Boise State University NSF Noyce Scholarship/Fellowship, contact Dr. Rickie Miller at rmiller@boisestate.edu